The lived experience of transition to practice for the new graduate licensed practical nurse working in long term care

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University of Alabama Libraries

For the past decade, the role of licensed practical nurse (LPN) has been a topic of discussion among the National League for Nursing (NLN) and the National Council for State Boards of Nursing (NCSBN). The NLN recently called for nurse educators to examine the LPN role in the current healthcare system. Transition to practice issues experienced by the new graduate licensed practical nurse (NGLPN) are important issues that reflect nursing education. This study explores the lived experience of transition to practice for the NGLPN working in the long-term care (LTC) setting. The study will open the conversation about NGLPN transition to practice among practical nursing educators and nursing administrators of LTC facilities. Van Manen’s and Benner’s use of interpretive phenomenology informed the study design. The researcher interviewed three new graduate LPNs, graduating from one school in a state community college practical nursing program. The graduates were interviewed three times for no more than 60 minutes each in an effort to learn about experiences of transition to practice in long-term care. Themes that emerged from the negative experiences include intimidating, disrupting behaviors, death and dying. Subthemes that emerged from the intimidating and disruptive behaviors include integrity, human dignity, and self-determination. The subtheme unprepared emerged from the death and dying theme. Themes that emerged from the positive experiences are relationships and feeling supported. Caring emerged as a subtheme of relationships. Personal growth and human flourishing (HF) emerged as a theme of the positive and negative experience.

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Education, Nursing, Pedagogy